An outstanding Russian and Soviet teacher-experimenter. For the first time in Russia, he holistically considered the influence of environmental conditions on the socialization of the child. He also takes the lead in developing issues such as self-government of schoolchildren, leadership in the children's community and the functioning of the school as a complex of institutions that implement continuity and integrity in education.

Born on July 1 (13), 1878 in the village of Voronino, Dukhovshchinsky District, Smolensk Region, in the family of a petty military official. In 1881 the Shatsky family moved to Moscow. In 1896, Stanislav graduated from the Moscow gymnasium. From the gymnasium, he made the impression: "There is no need to study or teach." He was haunted all his life by the memory of a fellow high school student: the mathematics teacher was going to give him a unit, and he sobbed, kissed his sleeve and asked for mercy.

In 1903, Stanislav Shatsky graduated from the natural sciences Faculty of Physics and Mathematics of Moscow University, then studied at the conservatory, then entered the Petrovsky (now Timiryazevskaya) Agricultural Academy, where he became a favorite student of K. A. Timiryazev.

S.T. Shatsky was an actor, director, agronomist, a wonderful singer with a huge repertoire: 300 romances and songs, 10 opera parts. A dramatic tenor, Shatsky traveled around the country with concerts, enjoyed great success, and, finally, he was offered a debut at the Bolshoi Theater. Fame, success, honor, money awaited him. Shatsky refused everything, even the debut, which opened the way to all the country's opera houses. In reality, all these years of intense and painful search for himself, his life purpose, he was attracted to pedagogy, to children.

The young Shatsky was greatly impressed by his acquaintance with the philosophical and pedagogical works of Leo Tolstoy and his experience at the Yasnaya Polyana school. In the mind of Stanislav Teofilovich, the image of a rural school, an agricultural commune, which he would like to create, took shape more and more clearly. Fateful was the meeting with the architect and teacher Alexander Ustinovich Zelenko, who returned from America and offered to organize, following the example of the Americans, the "Settlement" - a kind of center (village) of cultured people who settled among the poor to organize educational work. The first attempt to bring these plans to life was a small rural commune created by Shatsky and Zelenko in 1905 from 14 boys taken from the orphanage. Thus, the Shchelkovo colony with labor and artistic education and children's self-government arose. The summer passed in a friendly and harmonious manner in the colony. This inspired its organizers. Shatsky, Zelenko and other teachers are creating the first out-of-school institutions in Russia for children on the outskirts of the workers. The children's clubs and kindergarten founded in Moscow in the area of ​​Butyrskaya Sloboda and Maryina Roshcha bore the general name "Daytime Shelter for Coming Children". By the spring of 1906, about 150 children were visiting the orphanage. At the shelter, workshops were opened (locksmith, carpentry, sewing).

On the basis of the shelter in 1906, the cultural and educational society "Settlement" was organized, its main goal was to satisfy the cultural and social needs children and youth of the low-income and poorly cultured part of the population, who are actually deprived of the opportunity to receive a school education. Apart from kindergarten and children's clubs, the society had craft courses and an elementary school. With funds raised from among large entrepreneurs - the Sabashnikov brothers, Kushnerevs, Morozova, a club building for children is being built according to the Zelenko project. Among the teachers of the "Settlement" a prominent place was taken by Valentina Nikolaevna Demyanova. She became Shatsky's wife and his most faithful companion.

Practical work with children was based on a pedagogical concept developed by members of the society. At the heart of the educational system of the "Settlement", all structural elements which obeyed the goal - to create the most favorable conditions for the self-expression of the personality and its self-realization, lay the idea of ​​\u200b\u200bthe "children's kingdom", where each pupil received the opportunity for the comprehensive development of forces. In teaching, the emphasis was on the assimilation of knowledge that is practically significant for the life of children. Relations between teachers and children were understood as relations between older and younger comrades. Great importance was attached to instilling in children a sense of camaraderie, solidarity, and collectivism. An unusual phenomenon for the pedagogical practice of that time was the organization of children's self-government. Boys and girls united according to interests and the principle of partnership. Children went to various clubs: carpentry, shoemaking, singing, astronomical, theatrical, biological, etc. Each club had its own name and rules developed by children for regulating relationships, which were strictly followed by adults, club leaders. Decisions made at meetings of clubs, as well as at a general meeting, were considered binding. The society conducted cultural and educational work among the adult population.

Despite the fact that the "Settlement" aroused great interest among the radical intelligentsia and children and received a silver medal for children's crafts at the Industrial Exhibition in St. Petersburg, on May 1, 1908 it was closed for "an attempt to carry out socialism among children", and Stanislav Teofilovich Shatsky himself was arrested . However, thanks to the perseverance of Shatsky and his friends, in the same 1908, a new society was created - "Children's Labor and Recreation", which actually continues and develops the traditions of the "Settlement". Due to limited funds, the society was not able to cover big number children. Society leaders were looking for new forms of organizing children.

In 1911, a member of this society, Morozova, allowed Shatsky and his associates to organize a children's colony on an empty plot of her estate in the Kaluga province (on the territory of the modern city of Obninsk). The colony was named "Cheerful Life". Its purpose was to organize summer holidays for members of the Maryinsky Club, to continue work on organizing a friendly children's team, to introduce children to work, self-government, and to develop their creative abilities in every possible way. Here Stanislav Teofilovich, together with his employees in experimental work tested the ideas of the connection between labor, aesthetic and mental activity, the relationship between educators and pupils, the dynamics of the development of the children's community.

In this colony every summer lived 60-80 boys and girls who were engaged in the clubs of the society "Children's Labor and Recreation". The basis of life in the colony was physical labor: cooking, self-service, landscaping, work in the garden, in the garden, in the field, in the barnyard. However, although labor occupied an important place in the colony, it was given, first of all, an educational orientation. Labor occupations of children were of educational importance, they were a source of knowledge about nature, agricultural production, and contributed to the formation of labor skills. The practical meaning of their activity was clear to the pupils: they established the economy, sought to make life in the colony more pleasant, comfortable and beautiful. So there was a feeling of joy in work. The basis of the entire life of the colony was the community of children and adults, and it was built on the principles of self-government. The guys were not imaginary, but the real owners of "Cheerful Life". And of course, as in all the institutions that Shatsky created, His Majesty Creativity also ruled in the colony. Adults and children published magazines, staged performances, organized concerts, listened to music a lot and performed musical works. Orchestras, choir, theater organically combined with work in the fields, classes in circles with various games. Shatsky outlined the content and methods of working with children in the monograph "Cheerful Life" (1914, together with V. N. Shatskaya).

“Cheerful Life” then became a role model for communal schools that were organized in the next decade, but especially massively during the period civil war: after all, Shatsky proposed a model of an essentially self-sustaining educational institution, where, thanks to the continuous agricultural work of children and adults, it was possible to obtain a livelihood.

The February Revolution of 1917 inspired Shatsky, opened up new prospects for work and creativity. October he did not accept. Stanislav Teofilovich was one of the organizers of the teachers' strike, organized by the All-Russian Teachers' Union and directed against the seizure of power by the Bolsheviks. A member of the Moscow City Council, involved in education, one of the leaders of the All-Russian Union of Teachers, Shatsky indignantly rejected the offer to participate in the work of the People's Commissariat for Education. However, making sure that the Bolsheviks came for a long time, Stanislav Teofilovich then accepted Nadezhda Krupskaya's offer of cooperation. In 1919, on the basis of the institutions of the "Children's Labor and Recreation" society, he created the famous First Experimental Station for Public Education, which he led until its closure in 1932. The First Experimental Station had two branches - a city one in Moscow and a village one in the Kaluga province. The village department included 4 kindergartens, 15 first-level schools, a second-level school and a school-colony "Cheerful Life" (which served as the methodological center of the department), a regional study bureau, pedagogical courses, a pedagogical center, generalizing, pedagogical experience schools. The Moscow branch included a kindergarten, a school and an exhibition that reflected the experience of kindergartens and schools. The experimental station, led by Shatsky, successfully solved the problems of labor education, the formation of a children's team, self-government of students, physical education schoolchildren, organized joint work schools and the population for the upbringing of children, was engaged in research activities.

Shatsky and his associates created pedagogical complex unique in design and scale. The main task around which the activity of the complex was built was the interaction of the school with the environment.

The station worked in two main directions: the environment was studied and, in accordance with the peasant mentality, adapted educational programs. But the environment was also transformed on new foundations. Peasants were involved in the life of schools in every possible way - lectures were given for them, elite seeds were distributed to them, and they were helped in housekeeping.

Gradually, close ties with the surrounding life developed in the complex, which had a beneficial effect on the implementation of integrity in the continuity of educational work. Thanks to this, it was possible to realize the main super-task of the team - the "organization" of the entire life of the child.

The activities of the station received a great response, both in domestic and in world pedagogy. The high appraisal given by the outstanding American philosopher, psychologist and educator John Dewey, who visited Shatsky in the late 1920s, is well known: “I don’t know anything like it in the world that could compare with this colony.” Following the model of the First Experimental Station, other experimental stations of the People's Commissariat of Education were created, which existed until 1936.

Vladimir Ilyich Lenin said about Shatsky: "Others only talk, but he does the job."

S. T. Shatsky organized a scientific school, which was represented by A. A. Fortunatov, M. N. Skatkin, L. K. Shleger, V. N. Shatskaya and others. Under his leadership, methods of pedagogical research were developed - a socio-pedagogical experiment , observation, survey. Claiming the organic connection of the school with society and the environment, Shatsky drew the attention of teachers to the diversity of children's life activities, the development of labor skills and creativity child. Shatsky built the pedagogical process as an interaction between a teacher and a pupil, covering spiritual world child and the scope of its practical implementation. A fundamentally new idea of ​​Shatsky was that he did not just highlight key positions educational process, but determined the relationship both between its participants and between individual elements, which included mental and physical labor, art, and play. Shatsky emphasized that the violation of the connection between the components of personality education leads to the one-sided development of the child. He considered self-government, which promotes the development of the individual, the assimilation of universal values, to be an effective means of organizing free creative interaction between the student and the teacher, the team and society.

In 1928 S.T. Shatsky, on the recommendation of N.K. Krupskaya joined communist party. At the same time, the Russian pedagogical emigration "forgave" him. She considered that such a step was taken in the name of saving the Russian school from complete destruction. This story is another confirmation of the fact that in Russian pedagogy Stanislav Teofilovich became one of the most recognized figures in public education, moreover, the most beloved. At the same time, the scientist-teacher was constantly subjected to political harassment by the communist orthodox, who set the tone in the "social movement" - either as a "representative of the right wing of Moscow teachers", or as a Tolstoyan. Stanislav Teofilovich, with his education and scale, strikingly fell out of the general mass of socialist workers.

Since 1929 S.T. Shatsky is a member of the collegium of the People's Commissariat of Education of the RSFSR. In 1932, after the experimental station was disbanded, he became the rector of the Moscow Conservatory and at the same time the director of the Central Pedagogical Laboratory. At his suggestion, a music boarding school for gifted children was created at the Moscow Conservatory. Her work determined outstanding achievements Soviet musicians at world competitions in the 30-50s.

On October 30, 1934, during the preparation of the conservatory for the October Revolution, Stanislav Teofilovich Shatsky died suddenly. After cremation in the Donskoy crematorium, the urn with his ashes was buried in the wall of the main hall of the crematorium, on the left side (if you stand with your back to the entrance). In 1978, the urn was reburied directly at the New Donskoy Cemetery, in the same grave with his wife and long-term associate, an outstanding teacher, a major specialist in the problems of musical education of children, Valentina Nikolaevna Shatskaya (1882-1978). The grave is located behind the building of the former crematorium, near the walls of the columbariums of the 50s. To get to the grave of Stanislav Teofilovich and Valentina Nikolaevna Shatskikh, you need to go around the building of the former crematorium on the right (if you stand with your back to the gate), and then go along the outer wall of the columbariums of the 50s, which will be on the left. The grave is located at the foot of the wall.

To the scientific and pedagogical heritage of S.T. Shatsky owns the works “Years of Search”, “Cheerful Life”, “The System of the Russian Kindergarten”, “Accounting is the basis of the method”, etc. In the 60s, the Prosveshchenie publishing house published a four-volume collected works of the teacher.

One of the secondary schools in the city of Obninsk (School No. 1) is named after S. T. Shatsky. In front of the first building of the school (now this building is occupied by the Linguistic Center and the evening school of the city) there is a bust of an outstanding teacher.

Stanislav Teofilovich Shatsky is one of the brightest representatives of Russian social pedagogy. The merit of Shatsky is that he made the influence on the socialization of the child of the conditions of the microenvironment surrounding him the subject of research. Shatsky was the first to develop such important questions in pedagogy, as self-government of students, education as an organization of the life of schoolchildren, leadership in a children's team. The main task of the school, according to Shatsky, is to familiarize children with the cultural values ​​of mankind. At present, the theoretical views of Shatsky and his practical experience attract the attention of teachers with an original solution to the key problems of pedagogy - the problems of socialization of the individual, methods of pedagogical research into the interaction of the child and the functioning of the school in a complex of institutions that ensure the integrity and continuity of education.

Biography of Shatsky - youth, early career

Shatsky was born in 1878 in Moscow, in a large family of a military official. For ten years he tried to find himself in various professions, studied at the Moscow Conservatory, Moscow University, Agricultural Academy, but all these searches only disappointed the young man and did not bring satisfaction.

Then Shatsky met Alexander Zelenko, and this meeting radically changed the life of the hero of our article. Zelenko was well versed in the experience of American schools, and invited Shatsky to organize a club in order to raise the cultural level of the population. This is how the Settlement community appeared in Moscow. However, his activities were interrupted in 1907 by the decision of the capital's mayor. The reason was called "the spread of socialist ideas among the youth by the club." But in 1908, Shatsky and his friends created a new community, "Children's Labor and Recreation", continuing the work of the "Settlement".

And in 1911, within the framework of the society, a children's summer colony "Cheerful Life" was organized. In experimental work, the connection between the mental, aesthetic and, the relationship of educators with children was checked, the dynamics of development was studied. The results of the work of the colony were presented in a monographic study, which was highly appreciated and internationally recognized. Shatsky came to the conclusion that the club and colony created by him and his associates were not inferior to the best educational institutions in Europe.

The February revolution inspired Shatsky, he did not accept the October one. He was one of the organizers of the teachers' strike from the All-Russian Teachers' Union, directed against the coming to power of the Bolsheviks. Indignantly, the talented teacher rejected the offer to take part in the work of the People's Commissariat of Education, and only responsibility for children's fates and love for teaching made him, two years later, still agree to cooperate with the People's Commissariat for Education.

"The first experimental station for public education"

In 1919, S.T. Shatsky created the First Experimental Station for Public Education, the permanent leader of which he was until 1932, until the station was closed. It was a unique institution in the history of education. The station occupied the entire area, included 14 elementary schools and two secondary schools, kindergartens, and the “Cheerful Life” colony. The key task of the station was to study the influence of the environment on the development of the child, the use of everything positive and valuable in the culture of this environment in the upbringing of children, as well as the active involvement of parents in the upbringing process.

In 1931, the work of the station was stopped due to the decision of the Central Committee and the general defeat of pedagogy. Shatsky was accepted to the post of director of the Moscow Conservatory, where he also sought to implement his pedagogical ideas, created a musical boarding school for gifted students, whose activities determined the key achievements of Soviet musicians of the 30-50s. However, regular persecution, dissatisfaction with work and the loss of the meaning of life led to the fact that on October 30, 1934, an outstanding teacher died. Shatsky's name was forgotten after his death. And only now interest in his work began to revive in the United States and Europe. His works are republished, the work of the scientist becomes the subject of careful study in pedagogical universities, teachers turn to his theory and practice.

Shatsky's methodology

Shatsky always urged to take into account the impact of the street and the family on the development of the child, as well as to use in pedagogical work the truly valuable that they have. The study of only a specially, artificially organized educational process, Shatsky considered fundamentally erroneous, ineffective and limited. After all, there are influences that determine the development of children to a greater extent than school. The source of a child's development, according to Shatsky, is not genetic inclinations, but rather the economic and social environment in which the child is brought up and formed as a person. The scientist opposed the ideas about the primacy of the biological prerequisites for the development of children, which were widespread in those years, as well as against primitive attempts to treat the child as a material from which a certain type of personality can be constructed. Genuine education, as Shatsky argued, requires a deep insight into the nature of the child, into his knowledge, experience, needs, interests. This approach was not shared by projectors from the pedagogy of those years, which saw only one goal in front of them - to make communists out of children.

Shatsky's methodology was characterized by holistic research educational process, allowing you to get an objective idea of ​​the thoughts, feelings, experiences of children, about the relationship between them in the natural conditions of education. The method consisted in observing the activities and lives of children, supplemented by questionnaire materials, as well as conversations and essays. The pupils themselves took an active part in the preparation of the questionnaires. In order to create the most favorable environment The children handed out and collected questionnaires on their own. The materials of the socio-pedagogical research were used in the planning and organization of educational and academic work stations.

The experiment of the team to improve the everyday culture of the population

In 1926, the Moscow branch of the First Experimental Station conducted a study of 88 families in which 122 children from 8 to 15 years of age were brought up. The results showed that 82% of children do not have their own bed, 20% do not have books at home, 67% are physically punished by their parents, 67% lack basic hygiene skills, 7% of children often drink alcohol, 36% occasionally, 21% smokes children.

Parents were informed about the results of the survey. Together with them, a child health program was developed. The school doctor gave parents advice on optimal diet and sleep. At the lessons of natural science and natural history, useful and necessary material was studied to improve the sanitary and hygienic conditions of children's lives. Flower beds were planted in the yards, playgrounds and corners were built. Families under the leadership of the Shatsky team cooperated to purchase books, food, fabrics, shoes, teaching aids. Conducted cultural and educational work among parents. As a result, the level of everyday culture of the population has increased significantly. This experiment was started in 1922 and completed in 1926. The living conditions of the wards have changed significantly in better side, which indicates the effectiveness of the educational work of the station.

The goals of education and upbringing according to Shatsky

Means of education

Effectively educates only the school that organizes the activities of students in order to solve vital issues for them. Classical gymnasiums did not pay attention to the interests and needs of children, their living conditions. As a result, theoretically savvy, but incapable of solving practical problems, young people were graduating from it. Shatsky argued that training and education is then beneficial when it raises personally significant problems and helps to solve them. Children should not be isolated from acute contemporary issues, but they should be taught to cope with them, based on universal ideals and values.

The school, as a center of education in a social environment, used local history materials as a didactic tool, presented in the form of convenient maps, diagrams and tables. All teachers of the First Experimental Station used in their work a map of the area, on which villages, schools, cooperatives were plotted, as well as reference information from different aspects of the life of the volost. For example, studying manuals compiled on the basis of the local economy, children learned that there are 17,000 chickens in the volost, each of them brings such and such an income and such and such a loss a year, such and such a rational technology is used. Books were pointed out in which one could read about caring for chickens. Arithmetic problems were compiled, solving which, the children learned better the nuances of the economics of agriculture and urban farming.

Also a necessary condition effective education Shatsky believed creativity. His school awakened in children an interest in finding solutions to problems on their own.“You yourself come to this,” was the scientist’s favorite saying. In the gymnasiums, the students did not have the opportunity to freely realize their interests and needs, which was the reason for Shatsky's irreconcilable attitude. The scientist saw the main value in the development of children's thinking. As for children's productive labor, Shatsky called the very posing of the question that this labor can recoup the cost of education dangerous. , in his opinion, has educational value in the first place. Students master various forms of labor activity, as this will help them in the future to solve economic and production issues. Pupils of the Shatsky school knew how to cook their own food, grow crops, sew and knit clothes, and cleaned the school. But the question of children's self-sufficiency, which was very popular in those years, met here with a sharply negative response. Even in their worst nightmare, Shatsky's team could not imagine that child labor could be massively used in potato harvesting, for example. This not only does not contribute to the development of children, but is a form of exploitation, Shatsky argued.

Evaluation of the teacher's activity

For Russia, and not only for it, Shatsky's concept of the socializing factors of the educational process sounded new and original. getting acquainted with the works of the scientist, they noted a fundamentally innovative approach to his tasks and goals. The scale of the work of the First Experimental Station was amazing. Nothing like it existed in the West at that time. The team had excellent command of pedagogical technologies, all forms of organizing the life of the pupils were carefully debugged, and this was noted by all visitors to the station without exception. The review of the delegation of German teachers was preserved in the record book, which spoke of the enormous importance of this pedagogical research institute. Outstanding teachers of those years worked here. However, Shatsky was hampered by the situation in the country. The station operated under constant threat of being disbanded. The situation of lawlessness and violence negatively affected her. Therefore, it is difficult to talk about how complete, framed and integral the work carried out by Shatsky is. However, his theory and practice received wide recognition not by chance, and today it again attracts the attention of researchers.

Introduction.

1. life path and creative activity of S. Shatsky.

2. Implementation of the ideas of reformist pedagogy in the activities of S.T. Shatsky.

List of used literature.

Introduction

Stanislav Teofilovich Shatsky entered the history of world pedagogy and domestic education as an outstanding innovative teacher, "the most popular teacher of teachers" of the 20s.

Being an educator and humanist at heart, like Pestallotsi, whom he adored, he was one of the first to create children's colonies in pre-revolutionary Russia, where education was combined with socially useful work. Shatsky, the greatest theoretician of pedagogical thought, considered versatile labor activity as a pedagogical means of organizing a normal childhood, developing the idea of ​​linking the labor, aesthetic and mental activity of the child with his education. To make the life of a student healthier, more meaningful, cultural and interesting - this is the main motto of all Shatsky's pedagogical activity. After all, the school of the future, in his opinion, should grow out of the surrounding life itself, working in it, constantly improving and improving. Unfortunately, the name of this remarkable man was consigned to oblivion. And only now is there a resurgence of interest in the work of the outstanding teacher Shatsky.

After his death, his name was forgotten for a long time. Only in the 1970s was a collection of his works published in four volumes. At present, interest in Shatsky's work is being revived not only in Russia, but in Europe and America, where the works of the scientist are being republished. After a long break, Shatsky's work became the subject of study in pedagogical institutes, teachers begin to get acquainted with his theory and practice.

1. Life path and creative activity of S. Shatsky

Stanislav Teofilovich Shatsky was born in 1878 in Smolensk. He spent his childhood in Moscow, in a large family of a military official. At the gymnasium, he was one of the best students, but the period when Stanislav studied at Moscow University, the Conservatory and the Agricultural Academy, brought dissatisfaction and disappointment. Only a meeting with Alexander Ustinovich Zelenko, an architect by profession who knew the experience of American schools very well, and his proposal to organize a club whose main goal would be to raise the cultural level of the population, captivated the young Shatsky. The needs of rapidly developing industrial Russia required a new type of worker: creatively oriented, well educated, able to participate in cooperative activities. To solve this problem, Shatsky and Zelenko organize the Settlement Society in Moscow. The first club building for children in Russia is being built with funds donated by the owners of large enterprises - the Sabashnikov brothers, Kushnerevs, Morozova. An intensive search for forms of organizational and educational activities aimed at the development of creative personality. Teenagers got the opportunity to work in workshops, draw, participate in the preparation of amateur concerts, performances, get involved in art, visit theaters and museums. The life of the "Settlement" was organized on the basis of self-government, the effectiveness of which was determined by trusting, deeply moral relations children and adults, great pedagogical tact, due to interest in a growing person, recognition of his rights to a free choice of occupations, close monitoring of his development.

Companions of Shatsky, graduates of Moscow University: E. A. Kazimirova, K. A. Fortunatov, L.K. Shleger, N. O. Masalitinova, were bright and gifted people who made a great contribution to the development of Russian pedagogical thought. However, the work of the Settlement was interrupted unexpectedly in 1907. By decision of the Moscow mayor, the "Settlement" is closed for "spreading socialist ideas among children." Thanks to the perseverance of Stanislav Teofilovich and his friends, in 1908 a new society "Children's Labor and Recreation" was created, actually continuing and developing the traditions of the "Settlement". And in 1911, in the Maloyaroslavsky district, on the estate of M. K. Morozova, a children's summer colony "Cheerful Life" was opened within the framework of the society. Here, Stanislav Teofilovich, together with his colleagues at work, tests the ideas of the connection between labor, aesthetic and mental activity, the relationship between educators and pupils, the dynamics of the development of the children's community. Presented in the form of a monographic study, the results of the work in the Bodraya Zhizn colony were highly appreciated and internationally recognized. A deep acquaintance with the schools of Western Europe in 1912-1914 allowed Shatsky to conclude that the colony and club created by him and his colleagues in the Kaluga province are not inferior to the best foreign educational institutions. He saw the only superiority of European schools only in their better staffing with teaching aids, good material support.

The February Revolution of 1917 inspired Shatsky, opened up new unprecedented creative prospects for him. October he did not accept. Stanislav Teofilovich was one of the organizers of the teachers' strike organized by the All-Russian Teachers' Union against the seizure of power by the Bolsheviks in 1917. A member of the Moscow City Council, who was involved in the affairs of education, one of the leaders of the All-Russian Union of Teachers, Shatsky indignantly rejected the offer to participate in the work of the revolutionary People's Commissariat for Education. And only responsibility for the fate of children, the desire to engage in pedagogical activities for the benefit of society prompted him to accept, two years later, the proposal of the new authorities on cooperation. In 1919, he created the First Experimental Station for Public Education in the Kaluga province, which he led until its closure in 1932. In it, Stanislav Teofilovich continued to study the problems that interested him in the pre-revolutionary years: education as the creation of the most favorable conditions for the natural free development of the child's personality, the cultivation of his needs; versatile labor activity as a pedagogical means of organizing a normal childhood, self-government in its natural self-development and self-regulation. The experimental station united more than three dozen educational and cultural institutions of the Kaluga and Maloyaroslavets districts: schools, kindergartens, pedagogical courses, a fundamental pedagogical library for teachers, a central library for schoolchildren, a pedagogical exhibition, a pedagogical laboratory, and a bureau for the study of the local region. It has become a real forge of personnel for the entire Kaluga region.

In the most famous Kaluga colony - "Cheerful Life" - Stanislav Teofilovich implemented the project of the school of the future, which grows out of the surrounding life, works in it, improving it and perfecting it. And this is a fundamental pedagogical position for Shatsky, once justified by the humanist Pestalozzi. For Stanislav Teofilovich, even in the pre-revolutionary years, the need for a scientifically and pedagogically organized connection between the school and the environment as a cultural center that pedagogizes the environment, creating favorable conditions for the most full development child's intelligence. And "Cheerful Life" fully embodied this idea of ​​environmental pedagogy. In the child's natural life, the school was its "best part", bringing daily joy, passion for interesting work, a sense of one's own growth, self-confidence and one's future. The best and because it created conditions for the cultivation of natural cognitive interests and needs for versatile activities, which the family could not give. According to Shatsky, "to organize the life of children means to organize their activities" that meet their age criteria, as complete and vital as possible.

The experimental station led by Shatsky also used local history materials in teaching, and involved students in local history work. Each year of study was for the student an ever more expanding mental horizons entry into his native history, caused a genuine love for native land. IN school curriculum included, along with knowledge and work, art: listening to folk and classical music, choral singing, playing musical instruments, preparing performances-improvisations (S.T. Shatsky and V.N. Shatskaya had a higher musical education, Stanislav Teofilovich’s repertoire included 300 opera arias and romances, Valentina Nikolaevna was an excellent pianist). The large economy of the colony (classrooms, workshops, educational and experimental facilities, school power plant, etc.), the entire organization of school life were the work of school self-government. Shatsky rightly called his beloved brainchild "a place of joyful, friendly working life."

No matter what "class-proletarian" requirements for the school had to be fulfilled, Stanislav Teofilovich always remained a defender of childhood, the child's right to manifest natural individuality, sought to give scope for amateur performance and creativity of the pupil and teacher.
Pedagogical activity Shatsky, actively supported by N. K. Krupskaya, in the "time of troubles" of the late 1920s and early 1930s, was subjected to serious trials. He was accused of pedagogical "Russoism", of alien political views of "agrarian Tolstoyism", of defending the "kulak sentiments of the countryside". The work of the Kaluga Experimental Station was gradually curtailed, losing its experimental character. Soon Stanislav Teofilovich moved to Moscow. Working in responsible positions, he did not forget his offspring. During these years, Stanislav Teofilovich often visited Kaluga and Maloyaroslavets, where he tirelessly promoted his bold ideas for the development of the school. In 1933, Stanislav Teofilovich participated in the international congress in Paris on education, where he made a presentation.

2. Implementation of the ideas of reformist pedagogy in the activities of S.T. Shatsky

Reformist pedagogy, with its deep interest in the personality of the child, began to develop in Russia in the late 19th and early 20th centuries. The conditionally new pedagogy united supporters of "free education", "labor school", "experimental pedagogy", teachers who demanded a radical change in the organization of the school, the content and methods of education and training. Some of the educators-reformers, attaching fundamental importance to the natural basis of the child's body, put forward the idea of ​​free development of the individual. Others, considering the child's behavior as a reaction to the environment, gave priority to the social environment. Still others highly valued the role of labor in the development of the individual. In essence, they complemented and enriched each other, agreeing that all these components must be studied, preserved, created conditions for a growing personality, and stimulated its vigorous activity.

The scientific concepts of domestic teachers reflected Western European and North American "reformist" ideas. At the same time, in the pedagogy of Russia, especially in school practice, traditional conservatism affected, inertia was manifested in matters of education and training. It is precisely the fact that the development of the theory and the implementation of new ideas took place in peculiar conditions that explains the particular complexity of classifying trends in Russian education. I.N. Gorbunov-Posadov, K.N. Wentzel (“free education”); K.Yu.Tsirul, N.V.Kasatkin, P.N.Stolpyansky ("labor school"); A.P. Nechaev, A.F. Lazursky, G.I. Rossolimo ("experimental pedagogy").

In this galaxy there was also the name of S.T. Shatsky, who is often ranked among the supporters of "free education". However, an analysis of his pedagogical concept shows that it contains many of the main provisions of both "experimental pedagogy" and "labor school." S.T. Shatsky was characterized by a desire for a comprehensive study of the child, for the creation of favorable conditions for the harmonious development of the student.

The theory of S.T. Shatsky stemmed from his rich practical experience. For many years he was engaged in preschool pedagogy, participated in the organization of school and out-of-school work, which was always based on deep respect for the personality of the child, was aimed at developing his individual, creative abilities and educating him in the spirit of collectivism. S.T. Shatsky searched for new forms and methods of educational work, opened workshops, organized classes in clubs, conducted research and observations of children and their social environment, participated in the training of teachers.

At the beginning of his creative way ST Shatsky was fascinated by the theory and practice of "free education". Already studying at the gymnasium developed in him a conviction about the need for a radical change in the entire school life, revision of the goals, methods and means of education and training. As he later wrote, "school experience gave an idea of ​​how not to engage in pedagogy," and "therefore, I wanted to start acting on my own as soon as possible" (Shatsky ST. Selected ped. op.: In 2 vols. Vol. 1. M. , 1980, p. 41). The young teacher was looking for such methods and means that led to the preservation and development natural potential personality.

Acquaintance with the pedagogical concept of Leo Tolstoy contributed to his acceptance of the ideas of "free education". S.T. Shatsky recalled that at that time he decided to give up tutoring, and only a few years later, when he resumed classes with children, he told himself that he would “deal only with the development of my little students” (ibid., vol. 1. p. 28).

Seeing in a child an intrinsically valuable personality, and in his childhood an important period full of events and emotions, which does not precede adult existence, but is life itself, S.T. Shatsky emphasized that "our most important work should be aimed at preserving what that is in children" (ibid., vol. 2, p. 13). He defined the task of the educator as striving for "the realization of the fullest possible child's life now, without thinking about what the future will give" (ibid., vol. 2, p. 10). Returning childhood to children is the main motto of the teacher S.T. Shatsky.

Gradually, the conviction matured in him that all failures in working with children stem from neglect of the natural properties of each of them, therefore, the teacher should be, first of all, an observer and researcher.

S.T. Shatsky fully shared the views of Russian pedologists at the beginning of the 20th century. about the need for a synthesis of psychological, biological, social knowledge about the development of the child. Only on the basis of such a complex of ideas about the personality of the student can the teacher carry out his activities. Own researches and experiments allowed S.T. Shatsky to design and build his school taking into account the development of the content, forms and methods of educational and educational work.

Thus, recognizing as the initial link in the development of the child his natural natural basis, ST Shatsky attached great importance in the process of personality formation to the influence of the social environment. In the future, this factor became, in essence, the leading one in his pedagogical concept. Describing his pedagogical searches, he wrote: "All our work had a social character, since it was connected with the study of the environment in which our children grew up" (ibid., vol. 1, p. 113).

The first experience of S.T. Shatsky was the creation of the famous "Settlement", then he organized a new society - "Children's Labor and Recreation", then the colony "Cheerful Life". Opening these children's communities as associations of free children and reasonable adults with a clear distribution of duties and equal rights, he sought to create favorable conditions for each individual.

The principle of freedom implied the rejection of the plan of educational work, all pedagogical activity was to be based on the natural and spontaneous manifestation of the interests, natural forces and talents of children. However, living together in the colony imposed certain restrictions: everyone is free until the interests of the other are violated. The consciousness of the colonists included an understanding of responsibility to others for themselves, their behavior, their work, for their comrades, for the life of the colony as a whole. S.T. Shatsky wrote: “The freedom that ... entered the life of the colony was not conceivable without a developed sense of responsibility” (ibid., vol. 1, p. 178).

It seems that his departure from the principle of freedom solely in the spirit of the theory of "free education" was due to the understanding of the importance of the social environment, which can both help the pupil in the disclosure of creative forces, and provide negative impact to limit its development. Therefore, the school should not only sensitively reflect the characteristics of a particular social environment, but also be able to build its own tactics in the fight for the child: teachers should study the life of the street, use its positive aspects and, if necessary, intervene, regulating its impact on children. The primary questions in a conversation with a child are the following: where do you walk; who are you friends with? what are you doing on the street; Who do you fight and do you like to fight? According to S.T. Shatsky, failures in working with children are often explained by the fact that teachers do not want to notice either the real or imaginary values ​​of the street.

Reformed pedagogy saw the main task in the adaptation, socialization of the child. As S.T. Shatsky wrote, the younger generation needs to "learn to live, to adapt to life" (ibid., vol. 1, p. 259).

Studying the conditions of the child's life, the teacher should also strive to raise the socio-cultural level of the environment, to "pedagogize" it. The whole Practical activities S.T. Shatsky, starting with the creation of the "Settlement".

The disclosure of the child, the purification of his "I" from that superficial, which is due to the influence of the environment on him, should have been helped by art, in which "children show an instinct to reveal themselves" (ibid. T. 1. P. 264). Following the theory of aesthetic development, S.T. Shatsky sought to organize classes in such a way that children would express themselves through painting, sculpture, music, theater.

Art classes themselves made it possible to "start" the process of revealing the personality and, at the same time, beneficially influence the child, form his inner spiritual world, and contribute to the formation of his life goals and ideals.

S.T. Shatsky attached great educational importance to work, which brings meaning and order to children's lives; forms and stimulates personal interests; develops good habits; contributes to the emergence and growth of public interests; establishing interpersonal relationships; fostering a sense of community. According to him, labor has always been the basis of a child's life, it was natural for a child striving for play, creativity, and vigorous activity. Proper organization of labor helps to fight the laziness of the pupils, respectively, the work should be within the power, proceed from the child’s inherent desire for activity and bring joy.

S.T. Shatsky's ideas about the pedagogical significance of labor were formed under the influence of his own experience and were developed in the process of acquaintance with the works of S. Hall and D. Dewey. Based on the fact that labor activity is the main means of personal development, he believed that modern school should be built on the principle of a labor school, which will become the highest form organization of all educational activities. Its material, disciplinary basis was provided by physical labor, which included self-service for children. Self-government organized the life of the school. Art adorned existence and nourished the aesthetic sense of the pupils. The game introduced the spirit of competition, allowed to develop volitional qualities, modeled social relations. The work of the mind guided the general life of the school and satisfied the spirit of research. The combination of all these elements strengthened social skills. The new school itself embodied the solution to the problem of versatile harmonious education of the personality, and it was carried out in the most natural way - through the child's inherent desire for an active perception of life.

In the early years Soviet power S.T. Shatsky constantly acted as a supporter of the labor school. At the same time, he noted that this idea could not be implemented immediately, but only after the creation of appropriate conditions. Based on the conviction that the child learned well only what he learned through vigorous activity, and emphasizing the need to connect the scientific and life knowledge of the child, he considered productive labor, art, play, social life, and mental work to be the main elements of the school. “Such a school does not train specialists. It,” S.T. Shatsky noted, “gives knowledge of the most important life processes and their relationships” (ibid., vol. 2, p. 22).

In connection with the new understanding of the educational process, teaching methods had to change. To a large extent, they had something in common with the "project method" characteristic of a foreign labor school, or with the "complex method", which meant the mastery of educational material on the basis of a single thematic core. Thus, the topic "Working in a pottery room" involved not only molding, painting and firing various dishes, but also gaining knowledge about the composition and properties of clay, the geography of its deposits, as well as conducting out-of-town excursions, visiting museums and libraries.

It is known that in the post-revolutionary years a lot of work began to reform the entire educational system, the main goal of which was the creation of a unified labor school. Among the teachers who took an active part in it was S.T. Shatsky, who began to implement his ideas in the work of the First Experimental Station. It was supposed to serve as a kind of training ground for scientists, employees of kindergartens, schools, out-of-school institutions and cultural and educational organizations for adults, where forms and methods of education and training were developed and tested on the basis of a single research program. However, the understanding of the idea of ​​a labor school during this period was ambiguous. Along with the use of the labor method, projects were widely used, the essence of which often boiled down to replacing the school with a production commune, vocational training.

Under these conditions, the work of the station was of particular importance. Its young teachers tried to implement the idea of ​​the natural formation of comprehensively developed "future citizens of the republic" through the organization of experimental tasks for pupils, combined with reasonable self-government. Under the guidance of S.T. Shatsky, teachers sought to ensure that children studied all subjects without sitting in classrooms on ordinary school lessons, and "playfully" - collecting, drawing, photographing, modeling, observing plants and animals, caring for them.

The "Regulations on the First Experimental Station" stated that "such experimental work means the accumulation and development of materials that can contribute to both government bodies, and public organizations and the general public in deepening the problems of cultural work, clarifying organizational forms and methods of putting it into practice "(Shatsky ST. Ped. Op.: In 4 vols. Vol. 2. M., 1964. S. 409). Through culture, it was supposed to increase the technical literacy of the population, the development of spiritual and social spheres. Simultaneously with organizing the activities of pupils at the station, a lot of work was done to train and improve the skills of teachers.

The ideas and experience of the natural and comprehensive formation of personality by means of labor activity, the importance of teamwork, the influence of labor on the intellectual development of the child were promoted by teachers through the organization of exhibitions of children's works, by organizing conversations and meetings with parents and the public. At the same time, knowledge of the cultural and social environment of the pupils helped the station staff to exert a positive influence on it and preserve the role of the center of education for the school.

Under the leadership of S.T. Shatsky, extensive socio-pedagogical research and experiments were carried out at the station. The economics, everyday life, culture, family pedagogy, the behavior of pupils in children's communities and collectives, the economic and cultural environment of the station area were subjected to consideration and analysis.

For some time, the activity of the station was considered as "an icebreaker breaking through the fairway of a labor school." However, in the early 1930s when changing the internal political course, tightening party and state control over education, it was closed. The principles of natural, comprehensive formation of personality with the help of free, useful, joyful labor, laid down in its basis, did not correspond to the new spirit of the times. Despite the importance of work on the mental, aesthetic, physical development of the individual, labor education has always been in the first place. If at the beginning of the creation of the station, S.T. Shatsky and his employees considered labor mainly as a means of developing the child, then in the future it acquired more and more importance and weight, subordinating the rest, which changed the appearance of the station. The pedagogical talent of S.T. Shatsky and his first associates was required in order to harmoniously combine the idea of ​​personality development based on the labor method with productive labor and labor training. However, the Soviet school, with its ideologization and command methods of leadership, did not demand the experience of educating a free person, a person with his own way of thinking. The younger generation of employees who came to the station in the late 1920s strove to organize work in the spirit of the requirements of the new time. The methods of "bourgeois pedagogy" were subjected to increasing criticism, which meant mainly the reformist ideas of the early 20th century. Ideological education became more and more obvious, purposeful labor training for wide sections of the population, the use of uniform programs, means and methods of the educational process, which were mainly dictated by the party and government. The recognition of the pedagogical achievements of S.T. Shatsky in the book by D. Dewey, published by him after visiting our country, only aggravated the situation of his offspring. The overclocking of the station symbolized the end of the development of reformist ideas that had a positive impact on pedagogical science and practice in the country, which largely determined the "face" of domestic pedagogy in one of the most interesting periods of its existence - late XIX- early 20th century

conclusions

The principle of all pedagogical activity of Stanislav Teofilovich was the study of living conditions and personal experience schoolchildren of different age groups, establishing what the school should do in this area so that the life of the child is healthier, more meaningful, and more interesting. Step by step, slowly but steadily, the difficult task of "improving the lives" of children advanced (from teaching them to observe the rules of personal hygiene to decorating peasant yards with flower beds). Equally natural for the teacher were the various ways of introducing the student into school science, when knowledge is assimilated on the basis of personal experience, its "reorganization", which makes knowledge "live", "working", strong. Shatsky defined the experience of the school in this direction in the aphorism "the study of life and participation in it", which became the "slogan" of renewal. pedagogical process at school in the 1920s. Of course, as in any new business, many mistakes were made in the implementation of this idea, the approach itself was criticized as leading to a decrease in the level of general education. At the same time, school education included research activities, cognitive and practical activities, socially useful work. All this developed the creativity of the child's thinking, research and practical attitude to life.

While Shatsky's works were gaining more and more worldwide recognition in the West, attacks on the scientist began in the press in his homeland. Traces of a deep internal crisis that Stanislav Teofilovich experienced are in the surviving records of his lectures and conversations with future teachers (1929), especially in documents related to his activities in the last years of his life as director of the Moscow Conservatory. Using the name of Shatsky, the party authorities sought to turn this unique institution of national musical culture into "the main lever of the proletariat in bringing musical art to the masses", "subordinate creativity to politics", "get rid of the individualistic tendencies and moods of part of the professorship and students".

List of used literature

1. Barkova N. Implementation of the ideas of reformist pedagogy in the activities of S.T. Shatsky // Pedagogy. - 2000. - No. 7. - S. 69-73

2. The history of psychology in faces. Personalities / Lyudmila Andreevna Karpenko (ed.). — M. : PER SE, 2005. — 783s.

3. Leahy T. History modern psychology: [Trans. from English]. - 3rd ed. - St. Petersburg. and others : Peter, 2003. - 446s.

4. Zhdan A. History of psychology from antiquity to the present: Textbook for students. psychol. specialist. universities. - 4th ed., revised. - M .: Academic Project, 2002. - 527 p.

5. Martsinkovskaya T. History of psychology: Proc. allowance for students. universities studying in the direction and special. psychology. - 4th ed., erased. - M .: Publishing Center "Academy", 2004. - 539 p.

6. Morozov A. History of psychology: Proc. allowance for universities. - M .: Academic Project, 2003. - 287 p.

7. Smith R. History of psychology: textbook. allowance for students. universities, education in the direction of "Psychology" and psychol. specialist. / A.R. Dzkui (translated from English), K.O. Rossianov (translated from English). - M .: Academy, 2008. - 404 p.

8. Stages new school: Collection: From the works of the First Experimental Station for Public Education at the People's Commissariat for Education / S.T. Shatsky (ed.). - M .: Worker of Education, 1923. - 144 p.

9. Yaroshevsky M. G. History of psychology. From antiquity to the middle of the twentieth century: Proc. allowance for universities. - M .: Academy, 1996. - 416 p.

Stanislav Teofilovich Shatsky is one of the brightest representatives of Russian social pedagogy. The merit of Shatsky is that he made the influence on the socialization of the child of the conditions of the microenvironment surrounding him the subject of research. Shatsky was the first to develop such important issues in pedagogy as self-government of students, education as an organization of the life of schoolchildren, and leadership in a children's team. The main task of the school, according to Shatsky, is to familiarize children with the cultural values ​​of mankind. At present, Shatsky's theoretical views and his practical experience attract the attention of teachers with an original solution to the key problems of pedagogy - the problems of personality socialization, methods of pedagogical research on the interaction of the child and the functioning of the school in a complex of institutions that ensure the integrity and continuity of education.

Biography of Shatsky - youth, early career

Shatsky was born in 1878 in Moscow, in a large family of a military official. For ten years he tried to find himself in various professions, studied at the Moscow Conservatory, Moscow University, Agricultural Academy, but all these searches only disappointed the young man and did not bring satisfaction.

Then Shatsky met Alexander Zelenko, and this meeting radically changed the life of the hero of our article. Zelenko was well versed in the experience of American schools, and invited Shatsky to organize a club in order to raise the cultural level of the population. This is how the Settlement community appeared in Moscow. However, his activities were interrupted in 1907 by the decision of the capital's mayor. The reason was called "the spread of socialist ideas among the youth by the club." But in 1908, Shatsky and his friends created a new community, "Children's Labor and Recreation", continuing the work of the "Settlement".

And in 1911, within the framework of the society, a children's summer colony "Cheerful Life" was organized. In experimental work, the connection between the mental, aesthetic and, the relationship of educators with children was checked, the dynamics of development was studied. The results of the work of the colony were presented in a monographic study, which was highly appreciated and internationally recognized. Shatsky came to the conclusion that the club and colony created by him and his associates were not inferior to the best educational institutions in Europe.

The February revolution inspired Shatsky, he did not accept the October one. He was one of the organizers of the teachers' strike from the All-Russian Teachers' Union, directed against the coming to power of the Bolsheviks. Indignantly, the talented teacher rejected the offer to take part in the work of the People's Commissariat of Education, and only responsibility for children's fates and love for teaching made him, two years later, still agree to cooperate with the People's Commissariat for Education.

"The first experimental station for public education"

In 1919, S.T. Shatsky created the First Experimental Station for Public Education, the permanent leader of which he was until 1932, until the station was closed. It was a unique institution in the history of education. The station occupied the entire area, included 14 elementary schools and two secondary schools, kindergartens, and the “Cheerful Life” colony. The key task of the station was to study the influence of the environment on the development of the child, the use of everything positive and valuable in the culture of this environment in the upbringing of children, as well as the active involvement of parents in the upbringing process.

In 1931, the work of the station was stopped due to the decision of the Central Committee and the general defeat of pedagogy. Shatsky was accepted to the post of director of the Moscow Conservatory, where he also sought to implement his pedagogical ideas, created a musical boarding school for gifted students, whose activities determined the key achievements of Soviet musicians of the 30-50s. However, regular persecution, dissatisfaction with work and the loss of the meaning of life led to the fact that on October 30, 1934, an outstanding teacher died. Shatsky's name was forgotten after his death. And only now interest in his work began to revive in the United States and Europe. His works are republished, the work of the scientist becomes the subject of careful study in pedagogical universities, teachers turn to his theory and practice.

Shatsky's methodology

Shatsky always urged to take into account the impact of the street and the family on the development of the child, as well as to use in pedagogical work the truly valuable that they have. The study of only a specially, artificially organized educational process, Shatsky considered fundamentally erroneous, ineffective and limited. After all, there are influences that determine the development of children to a greater extent than school. The source of a child's development, according to Shatsky, is not genetic inclinations, but rather the economic and social environment in which the child is brought up and formed as a person. The scientist opposed the ideas about the primacy of the biological prerequisites for the development of children, which were widespread in those years, as well as against primitive attempts to treat the child as a material from which a certain type of personality can be constructed. Genuine education, as Shatsky argued, requires a deep insight into the nature of the child, into his knowledge, experience, needs, interests. This approach was not shared by projectors from the pedagogy of those years, which saw only one goal in front of them - to make communists out of children.

Shatsky's methodology was characterized by a holistic study of the educational process, which makes it possible to obtain an objective idea of ​​the thoughts, feelings, experiences of children, of the relationship between them in the natural conditions of education. The method consisted in observing the activities and lives of children, supplemented by questionnaire materials, as well as conversations and essays. The pupils themselves took an active part in the preparation of the questionnaires. In order to create the most favorable environment, the children independently distributed and collected questionnaires. The materials of the socio-pedagogical research were used in planning and organizing the educational and educational work of the station.

The experiment of the team to improve the everyday culture of the population

In 1926, the Moscow branch of the First Experimental Station conducted a study of 88 families in which 122 children from 8 to 15 years of age were brought up. The results showed that 82% of children do not have their own bed, 20% do not have books at home, 67% are physically punished by their parents, 67% lack basic hygiene skills, 7% of children often drink alcohol, 36% occasionally, 21% smokes children.

Parents were informed about the results of the survey. Together with them, a child health program was developed. The school doctor gave parents advice on optimal diet and sleep. At the lessons of natural science and natural history, useful and necessary material was studied to improve the sanitary and hygienic conditions of children's lives. Flower beds were planted in the yards, playgrounds and corners were built. Families under the leadership of the Shatsky team cooperated to purchase books, food, fabrics, shoes, teaching aids. Conducted cultural and educational work among parents. As a result, the level of everyday culture of the population has increased significantly. This experiment was started in 1922 and completed in 1926. The living conditions of the wards have changed significantly for the better, which indicates the effectiveness of the educational work of the station.

The goals of education and upbringing according to Shatsky

Means of education

Effectively educates only the school that organizes the activities of students in order to solve vital issues for them. Classical gymnasiums did not pay attention to the interests and needs of children, their living conditions. As a result, theoretically savvy, but incapable of solving practical problems, young people were graduating from it. Shatsky argued that training and education is then beneficial when it raises personally significant problems and helps to solve them. Children should not be isolated from acute contemporary issues, but they should be taught to cope with them, based on universal ideals and values.

The school, as a center of education in a social environment, used local history materials as a didactic tool, presented in the form of convenient maps, diagrams and tables. All teachers of the First Experimental Station used in their work a map of the area, on which villages, schools, cooperatives were plotted, as well as reference information from different aspects of the life of the volost. For example, studying manuals compiled on the basis of the local economy, children learned that there are 17,000 chickens in the volost, each of them brings such and such an income and such and such a loss a year, such and such a rational technology is used. Books were pointed out in which one could read about caring for chickens. Arithmetic problems were compiled, solving which, the children learned better the nuances of the economics of agriculture and urban farming.

Shatsky also considered creativity to be a necessary condition for effective education. His school awakened in children an interest in finding solutions to problems on their own.“You yourself come to this,” was the scientist’s favorite saying. In the gymnasiums, the students did not have the opportunity to freely realize their interests and needs, which was the reason for Shatsky's irreconcilable attitude. The scientist saw the main value in the development of children's thinking. As for children's productive labor, Shatsky called the very posing of the question that this labor can recoup the cost of education dangerous. , in his opinion, has educational value in the first place. Students master various forms of labor activity, as this will help them in the future to solve economic and production issues. Pupils of the Shatsky school knew how to cook their own food, grow crops, sew and knit clothes, and cleaned the school. But the question of children's self-sufficiency, which was very popular in those years, met here with a sharply negative response. Even in their worst nightmare, Shatsky's team could not imagine that child labor could be massively used in potato harvesting, for example. This not only does not contribute to the development of children, but is a form of exploitation, Shatsky argued.

Evaluation of the teacher's activity

For Russia, and not only for it, Shatsky's concept of the socializing factors of the educational process sounded new and original. getting acquainted with the works of the scientist, they noted a fundamentally innovative approach to his tasks and goals. The scale of the work of the First Experimental Station was amazing. Nothing like it existed in the West at that time. The team had excellent command of pedagogical technologies, all forms of organizing the life of the pupils were carefully debugged, and this was noted by all visitors to the station without exception. The review of the delegation of German teachers, which spoke of the enormous importance of this pedagogical research institute, has been preserved in the record book. Outstanding teachers of those years worked here. However, Shatsky was hampered by the situation in the country. The station operated under constant threat of being disbanded. The situation of lawlessness and violence negatively affected her. Therefore, it is difficult to talk about how complete, framed and integral the work carried out by Shatsky is. However, his theory and practice received wide recognition not by chance, and today it again attracts the attention of researchers.

Stanislav Teofilovich Shatsky

Stanislav Teofilovich Shatsky(1878–1934) is a major figure in Russian pedagogy of the 20th century. Theorist and practitioner, he contributed to the development of ideas social education, creation of experimental educational institutions: Settlement, Cheerful life, First experimental station. In these institutions, the ideas of self-government of students, education as an organization of the life of children, leadership in the community of schoolchildren, etc. were tested. S. T. Shatsky was deeply interested in the problem of the child entering the sphere of cultural achievements of human civilization. The formation of his scientific views was influenced by the ideas of representatives of domestic and foreign pedagogy, in particular L. N. Tolstoy, A. F. Fortunatov, D. Dewey.

S. T. Shatsky was one of the organizers of the strike of the All-Russian Teachers' Union in 1917–1918, which opposed the destruction of the school system by the Bolsheviks. In the future, Shatsky, striving to serve for the benefit of children and education, agreed to cooperate with the People's Commissariat for Education.

Shatsky saw the source of the development of pedagogical science in the analysis of the organized educational process and the circumstances lying outside such a process (the influence of the street, the family, etc.). He believed that the main influence on the development of the child is not genetic inclinations, but the socio-economic environment: "We should not consider the child in itself ... but should look at him as the bearer of those influences that are found in him as coming from environment". This approach contrasted sharply with the biologism of pedology. He expressed doubts about the legitimacy of creating pedology as a new branch of knowledge with the help of mathematical methods. At the same time, Shatsky agreed that attempts to do without experimental pedagogical research doomed to fail. Shatsky rejected a simplified social approach to the child, considering it madness to "break" children's nature and "forge" a new person in the name of a beautiful tomorrow.

Shatsky formulated the important goals of training and education: compliance with the social order and simultaneous consideration of the individual characteristics of the individual; the formation in children of the ability to unite efforts in achieving a common goal (for example, through self-government); training of a teacher who has the ability to teach, encourage socially beneficial impact on the child, who owns the methods of researching children; taking into account the macro- and microsocial environment of the child.

Leaving the main role in the educational work with children to the school, Shatsky emphasized that the educational institution should be closely connected with life, be the center and coordinator of the educational impact of the environment. Shatsky called creativity and independence the main factors of the child's activity in the process of upbringing and education. The main goal of education is not the acquisition of knowledge, but the development of thinking, the education of the mind. Considering the question of the place of productive labor in education, Shatsky emphasized that one should not strive to make such labor a way to make up for the costs of education.

Anton Semenovich Makarenko

Anton Semenovich Makarenko(1888-1939) - an outstanding domestic teacher who creatively rethought the classical pedagogical heritage, took an active part in the pedagogical searches of the 1920s-1930s, identifying and developing a number of new problems of education. Range scientific interests Makarenko extended to questions of methodology of pedagogy, theory of education, organization of education. In the most detailed way, he managed to present his views related to the methodology of the educational process.

A. S. Makarenko came to pedagogical science as a brilliant practitioner: in 1917–1919. he was in charge of a school in Kryukov; in 1920, he took over the leadership of the children's colony near Poltava (later - the colony named after Gorky); in 1928–1935 worked in the children's commune. Dzerzhinsky in Kharkov. Since the second half of the 1930s. Makarenko was actually removed from teaching practice and in the last years of his life was engaged in scientific and writing work. Pedagogical works that have become classics came out from under his pen: "Pedagogical Poem" "Flags on the towers", "Book for parents", "March of the thirtieth year" and etc.

A. S. Makarenko developed a coherent pedagogical system, the methodological basis of which is pedagogical logic, interpreting pedagogy as "first of all, a practically expedient science". This approach means the need to identify a regular correspondence between the goals, means and results of education. The key point of Makarenko's theory is the thesis parallel action, those. organic unity of education and life of society, collective and personality. With parallel action, the "freedom and well-being of the pupil" are ensured, which acts as a creator, and not an object of pedagogical influence. The quintessence of the methodology of the upbringing system, according to Makarenko, is the idea educational team. The essence of this idea lies in the need to form a unified labor collective teachers and pupils, whose life activity serves as a nutrient medium for the development of personality and individuality.

Makarenko's creativity came into conflict with semi-official pedagogy, which propagated the idea of ​​educating a human cog in a gigantic social machine. Makarenko professed the idea of ​​raising an independent and active member of society, taking into account the specifics of childhood and the nature of the child: “A child is a living person. This is not an ornament of our life at all, this is a separate full-blooded and rich life. and the beauty of volitional tensions, children's life is incomparably richer than the life of adults.